NotesFAQContact Us
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ1144649
Record Type: Journal
Publication Date: 2017
Pages: 18
Abstractor: As Provided
ISSN: EISSN-1449-5554
Elements of Satisfactory Online Asynchronous Teacher Behaviour in Higher Education
Smits, Anneke; Voogt, Joke
Australasian Journal of Educational Technology, v33 n2 p97-114 2017
In this study, differences were analysed between two groups of online teachers in a Master of Special Educational Needs program. One group scored high on student satisfaction and the second group received low student satisfaction ratings. Findings indicate that high satisfaction is associated with relatively long and pedagogically complex messages that are most often addressed to the whole group. These messages are characterised by careful listening to the students, elaborate on content knowledge, and show online personality and social behaviour. The research resulted in preliminary guidelines for crafting asynchronous teacher messages that positively affect student satisfaction and a scoring guideline that can be used to score the quality of online teaching as expressed in online asynchronous messages.
Australasian Society for Computers in Learning in Tertiary Education. Ascilite Secretariat, P.O. Box 44, Figtree, NSW, Australia. Tel: +61-8-9367-1133; e-mail:; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Netherlands
Grant or Contract Numbers: N/A